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27 April 2016

Nghiên cứu việc học sinh Việt Nam học từ vựng tiếng Hoa


越南学生汉语词汇学习研究

Chinese Vocabulary Learning of Vietnamese Students


  • Tác giả: 丁氏红秋 Đinh Thị Hồng Thu
  • Hướng dẫn: 陈佑清 Trần Hữu Thanh
  • Trường: 华中师范大学 Đại học sư phạm Hoa Trung
  • Khoa: 课程与教学论 Lí luận và phương pháp giảng dạy
  • Năm: 2013
  • Trình độ: 博士 Tiến sĩ
  • File size: 14.3MB
  • Format: PDF
  • Nguồn: 中国知网
  • Tóm tắt (Chinese)

【Abstract】 As we all know, learning a language, one must master the vocabulary of the language. Vietnamese students who want to learn Chinese, apparently the only way is to master Chinese vocabulary. Chinese vocabulary learning is the key in Chinese language learning process.The study is based on the theory that Chinese is considered as a second language learning and vocabulary learning strategies using language as a basic theoretical basis for comparison analysis.The survey consists of interviews and observation in the Hanoi, Vietnam National University, University of Language and Studies, the Chinese Language and Culture Department. The professional undergraduate research explores and understands the actual situation of the Chinese vocabulary learning characteristics of native Vietnamese students. It studys Chinese vocabulary learning strategy in using and learning efficiently, then, give the overal image of Vietnamese students in their Chinese vocabulary learning. Based on this, the thesis will give some recommendations of teaching Chinese vocabulary in Vietnam.After investigation, the thesis initially draws the following conclusions:Chinese and Vietnamese belong to the same syllable shape language, also known as isolated language (the word itself, the lack of morphological changes).Overall, Vietnamese students often study Chinese vocabulary, voice (syllable structure and tone), word formation units (morphemes) and word formation pattern (compound words constitute simple). The grammatical function of words (grammatical features of words) is not the internal morphology of the words on the signs to show, but reflect external factors between each word in the sentence, the flexible word, set of words. Grasping on these aspects shows a clear advantage.There are also a large number of the Hanyuan Vietnamese (borrowed from Chinese) words in modern Vietnamese. Vietnamese students not only mastered a unique advantage. The actual description of how to effectively take advantage of this favorable factors needs to have this knowledge.The lack of Chinese words pronunciation accessibility, leading word boundary, the fuzzy word recognition and identification difficult problem is the first hurdle for the Vietnamese students in learning Chinese vocabulary. Text in Chinese vocabulary words, foreign words, spoken words and written vocabulary are also the difficulties of Vietnamese students learning Chinese vocabular.Vietnamese student are not aware fully the importance of learning strategies in learning Chinese vocabulary, lack of relevant knowledge of vocabulary learning. Learning are generally free to learn, perceptual learning, do not pay attention to the use of learning strategies, resulting in inefficient learning.Vocabulary expansion speed is quite slow, accustomed to using the simple meaning and usage of the most commonly used words. Vietnamese students learn and practice common vocabulary and use the evasive strategy for those complex meaning and usage of words, In addition, the misuse of words, coined words and diameter with native language words are often difficulties Vietnamese students meet in learning and using Chinese vocabulary words bias.Finally, the thesis puts forward a specific proposal on Chinese vocabulary teaching for Vietnamese students. It considers the appropriate vocabulary teaching of Chinese vocabulary, learning strategies to teach students the knowledge, guide and encourage them to learn applying suitable strategies which is the most practical way to help students to solve the problem of vocabulary learning.

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